Gender differences in general academic achievement motivation, attribution factors, and career choices in mathematics and in science
The purpose of this study was to determine the extent of gender differences in general and academic achievement motivation, attribution for success and career choices for math and science. The study determined the extent of gender differences in academic achievement motivation, attribution factors and career choices for mathematics and science success.
The population was the 2002–2003 senior class at a rural public school in mid-South Carolina. Sixty-one respondents received the Course/Career Questionnaire. A total of 61 questionnaires from a possible 73 were returned representing an 83.6 percent rate of return.
Data Analyses used means and standard deviations to identify the extent of gender differences in general and academic achievement motivation, attribution factors and career choices in mathematics and science. Analysis of variance (ANOVA) and chi-square analyses were used to test the hypotheses. The .05 probability level was utilized for the test of significance.
On the questionnaire, there were 17 statements with a choice of five levels of response. The level of academic achievement motivation was not significantly different among genders. Ability was the attribution factor most endorsed by the male responders for success in math and science. Effort was the primary attribution factor most expressed by the female respondents for success in math and science. Males expressed the intent to pursue higher-level math and science careers statistically significantly more frequently than did the female respondents.